CALIFORNIA STATE UNIVERSITY, CHICO
GEOG 390—Foundations in
Geographic Analysis and Writing
Course Handbook
Department of Geography and Planning
Professor Jacquelyn Chase
Spring 2012
Irazu Volcano, Costa Rica
TABLE OF CONTENTS
Welcome……………………………………………………………………………. 2
Syllabus……………………………………………………………………………... 3
Course Description
Course Objectives
Required Materials
Evaluation and Other Information
Course Requirements
Course Schedule
What is “Good” Writing?...........................................................................................8
Assignments ………………………………………………………………………. 10
Themes of Geography Book Review ...............................10
In-Class, Lab, Library Activities..............................................10
Two Research Exercises....................................................13
Research Paper...................................................................18
Suggested Journals in Geography and Related Disciplines……………….…... 22
Internet Resources for your Research in Geography……………………........... 23
Template for Analyzing Articles……………………………………………...…. 25
Formatting Information for Citations using Turabian………………….…..….27
Your Writing Style ……………………………………………………………......28
Guides to Markings on your Drafts..........................................................................31
Why and How to Create a Useful Outline or Concept Map...................................32
Revision Checklist for Quoting and Paraphrasing………………...……........….36
Sample Abstracts……………………………………………………..…….…....... 37
Grading Rubrics……………………………………………………...………........ 39
Research Presentation Guide/Rubric……………………………………………47
Your Information…………………………………………………………....……. 49
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Welcome!
Dear GEOG 390 Students,
This course serves as a basis for you to succeed in your other writing assignments.
You will learn to write in different kinds of projects that are common to geography and to its
related discipline, planning. You will develop research questions, and you will learn how to
use and document acceptable sources and to perform critical analyses of your findings. You
will clearly write about and present your findings. The course culminates with a research
paper on a geographic question of your choice.
Because this is a WP course, you must receive at least a C- to pass it.
This is not an English class! However, good writing is a requirement of all disciplines and
therefore I will do my job and let you know what you can do to improve your writing, even if
this means pointing out grammar, spelling, and punctuation mistakes. I will not “line edit”
your writing, though. If I find certain “pattern errors,” I will point these out and ask you to
work on improving them on your own or with help from the Student Learning Center. I will
ask you to evaluate my feedback on your drafts. Most likely you will need most practice in
developing the structure of your argument(s) and in using sources.
Geography is eclectic. It is not surprising that geographers use many approaches to their
research. You will practice your analysis and writing skills for different geographic
“problems” or questions. You will not be collecting much primary data from field work
although you will do field observations. Primary data collection is introduced in GEOG 317
(Field Techniques) and developed in other upper division courses.
The Turabian book (A manuel of style for writers of research papers, theses, and
dissertaions) is a classic handbook that was last updated in 2007. This book will be useful for
you for the rest of your time in the department. Make sure you have the 7th Edition. This
manual explains the reference style used by most geography publications for citations and
thus by this department (it’s called “author date” or “parenthetical style”). It also has helpful
suggestions about doing research, and guidelines for how to include tables and figures in
your papers. Some of the work on figures and tables will have been introduced in GEOG 219.
You should use this course handbook intensely during the semester. In it you will find
detailed instructions about assignments, helpful resources, and a lengthy syllabus. Please
bring the handbook with you to class every day. You will be asked to pull out the rubrics to
hand in with assignments.
Help us improve the material by letting me know when you see anything that doesn’t make
sense or that you think is incorrect.
I look forward to having you all in this class.
Jacque Chase
jchase@csuchico.edu
530-898-5587
2
Syllabus
GEOG 390--Foundations of Geographical Analysis and Writing
Dr. Jacquelyn Chase
Spring 2012
MWF 9-9:50
Butte 503 and 501
Faculty Contact Information and Office Hours
Butte 507—898-5587—jchase@csuchico.edu or through Vista
M/W 12-3 TH 12-3 or by appointment
Course Description
Geography 390 explores the diversity of geographical perspectives through critical
analyses of written sources, independent information gathering, and research writing.
The course introduces students to topics and analyses in the geographical tradition;
examines and evaluates library and Internet resource materials pertinent to geographical
research; and prepares students for independent geographical scholarly research. This
course is the Writing Proficiency(WP) course for the major; a grade of C- or better
certifies writing proficiency.
Course Objectives
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Increase awareness of the diversity of the geographic discipline
Improve writing skills
Learn basic requirement of research design, execution and dissemination (writing
and presentation)
Heighten critical and analytical reading skills
Increase ability to make efficient and effective use of information sources
Provide familiarity with the major geographical journals (as well as related
disciplines) and the information they provide
Develop competency in the methods and techniques for conducting and writing
geographical research
Promote critical student discussion of the field of geography and its body of
knowledge
Develop and improve public presentation skills
Required Materials
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Eggers, Dave. 2007. Zeitoun. New York: Vintage.
Turabian, Kate L. 2007. A manual for writers of research papers, theses, and
dissertations. 7th ed. University of Chicago Press. You should be prepared to keep
this book for use in future classes. Make sure you buy the 7th edition.
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Additional materials will be put on Vista, including this course handbook. Print
this handbook and bring it to class.
Package of 3x5 inch lined note cards.
Access to a digital camera.
Access to computers and printers in Butte 501.
Evaluation and Other Information
Attendance: Punctual attendance of all class meetings and full participation in activities
(including those that involve peer feedback) are expected. For every day you are late
without a documented excuse (medical, court, family emergency), you will receive 1/3 a
point off of your final grade—for example, from a B to a B-. Coming late and leaving
early are equivalent to missing class.
Late Work: Unless otherwise noted, assignments are due in class, and you must be in
class to turn them in. DO NOT EMAIL ME PAPERS. However, some will be required to
be sent to Turn It in. Late papers will lose points. Talk to me when you are having trouble
getting a paper in on time. Due dates are in the syllabus.
Classroom Environment: The classroom is a safe place where all ideas, as long as they do
not include bigotry, intolerance or hatred, can be expressed freely and openly. All
comments should be supportive and constructive. Use non-sexist language when
speaking and writing. Do not use the term “man-made,” and use “him,” “his,” “he” when
you mean a male individual.
Equipment: With possible exceptions, no laptops or hand-held devices should be on
during the class. Please turn off cell phones when coming to class. The benefit you might
get from using the equipment do not offset the distractions it causes.
Academic Honesty: If there is any evidence of academic dishonesty on the part of a
student, I will follow the university’s guidelines for dealing with academic integrity
issues. Please become familiar with these guidelines at
http://www.csuchico.edu/prs/EMs/EM04/em04_36.htm and pay close attention to class
discussions on this topic. You may fail the course as a result of academic dishonesty, and
I will turn any evidence of dishonesty to Student Judicial Affairs.
We will spend time in class discussing what constitutes plagiarism (you might be
surprised!).
Vista: We will be using Vista, NOT Blackboard Learn. Make sure you check the course
Vista site regularly for announcements and material. It is your responsibility to read your
syllabus and check Vista for updates. It is not an excuse to not know that something was
changed because you did not hear the announcement.
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Student Learning Center (SLC): The SLC prepares and supports students in their college
course work by offering a variety of programs and resources to meet student needs. You
can call them at 898-6839 or go to their website:
http://www.csuchico.edu/slc/index.shtml
Americans with Disabilities Act: If you need course adaptations or accommodations
because of a disability or chronic illness, or if you need to make special arrangements in
case the building must be evacuated, please make an appointment with me as soon as
possible, or see me during office hours. Please also contact Accessibility Resource Center
(ARC) as they are the designated department responsible for approving and coordinating
reasonable accommodations and services for students with disabilities. ARC will help
you understand your rights and responsibilities under the Americans with Disabilities Act
and provide you further assistance with requesting and arranging accommodations. Their
phone number is 898-5959 and email is arcdept@csuchico.edu. They are located at SSC
170.
Course Requirements
Assignment
Activities and Class
Participation
Description
The handbook includes a set of short writing practices and
activities. Students will do some of these activities in class.
Instructor will announce when others are due. We will not
complete all activities that are listed in the handbook and new
activities may be added to this list as we go along. Some involve
writing about readings we are doing, so keep up with ALL
reading. Attendance and engagement will also count towards
these points.
Themes of Geography
Book Review
A 3-5 page analysis of how themes of geography are represented
in Zeitoun
Two Research Exercises
1. Learning about local issuesthrough the news; making a poster
(50 pts) ; 2. Exploring census data and doing field
observations/presenting census data in tables and figures (50 pts)
Points
100
30
100
RESEARCH PAPER COMPONENT
Statement of Proposal
Outline or Concept Map
of Research Paper
Draft of Research
Paper/Note Cards
Final Research Paper
Oral Presentation
Total
Carefully crafted statement of your research topic, including a
question (see rubric for further information)
Draft with at least 5 sources (complete references)
20
20
Complete draft with at least 30 well-documented note cards and
ten sources
7-10 page paper on a topic of your choice using at least ten peerreviewed of information. It will be graded based on geographical
content; effective use of relevant literature; spelling, grammar,
and composition; format. You may not change your topic without
consultation and only rarely will this be allowed after your
statement of proposal has been graded.
Well-prepared but brief presentation of your final research
5
20
200
10
500
Please note that your instructor may require rewrites of assignments. I am always happy
to read revisions of papers you want to rewrite. I am committed to getting work back to
you as soon as possible, usually no longer than one week after you hand it in. Please keep
all of your graded work.
Grading Scale Based on Percentage of Total. You must receive at least a C- to pass this
WP course.
100-95 A
94-90 A89-88 B+
87-84 B
83-80
79-78
77-74
73-70
BC+
C
C-
Course Schedule
Week
Week 1
Jan. 23, 25, 27
Week 2
Jan. 30, Feb. 1, 3
Week 3
Feb. 6, 8, 10
Week 4
Feb. 13, 15, 17
Week 5
Feb. 20, 22, 24
Topic
The Geographical
Approach:

Place

Location
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Visualization

Scale

Observation
The Geographical
Approach, continued:

Region

Environment
The Geographical
Approach, continued:

Movement

Pattern

Diversity
Foundations of research
resources
Local data
Making Posters
Using the Internet as a
Research Tool
Posters
Ethics and research:
Human Subjects
Assignments or Activities
Exercises 1 and 2 from handbook in class
Wednesday: “Your Information” Sheet due
(see Handbook)
Friday: critique Wood, NRC report
Discuss Zeitoun
Exercise 8 from handbook in class: AAG
Specialty Groups
Friday work remotely: quick draft of
Zeitoun—turn in to professor for review on
Vista
Monday: Professor turns back draft of Zeitoun
paper; discuss
Geography Themes Book Report due Friday.
Also submit to Turn It In.
Ex. 10 from handbook in class
Monday work remotely: Ex. 12 from
handbook; submit to Vista (based on Brady
reading)
MEET IN LIBRARY on 2/15 and 2/17—
locations TBA
Introduction to Online Resources Special
Collections and Periodicals
Introduction to posters
Monday: Human subjects discussion
Research Exercise I: A Local Issue (due
Friday)
Poster presentations on Wednesday, Friday
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Reading(s) and Websites
Read National Research Council Report in
Readings on Vista
Read chapter from Denis Wood in Readings on
Vista
Start reading Zeitoun
Finish Zeitoun
AAG Specialty Groups:
http://www.aag.org/cs/membership/specialty_grou
ps
Read King in Readings on Vista
Read Hankins in Readings on Vista
Read Ford in Readings on Vista
Read Helzer in Readings on Vista
Turabian part 13.3, Posters
Turabian Ch. 3,Finding useful sources
Read Brady in Readings on Vista
View first two Youtube videos on human subjects
in research: http://www.hhs.gov/ohrp/education/
Consult Turabian Ch. 18, 19 for referencing
format
Week 6
Feb. 27, 29,
Mar. 1
Week 7
Mar. 5, 7, 9
Week 8
Mar. 12, 14, 16
Data: Census and other
government data
Applying your knowledge
Use of tables and graphs
What is a research paper?
Starting your research
Asking a question, taking
notes
Week 9
Spring Break
Week 10
Mar. 26, 28
(Friday Cesar
Chávez Day)
Week 11
April 2, 4, 6
Week 12
April 9, 11, 13
Week 13
April 16, 18, 20
Week 14
April 23, 25, 27
Week 15
April 30
May 2, 4
Week 16
May 7, 9, 11
Finals Week
Monday, May
14
10-11:50
2010 census
Using census data: Introduction
Critique Allen, others
Friday—work remotely; send draft to Vista
Monday: Feedback on drafts
Wednesday—work remotely: Post tables and
graphs to Vista for online peer review
Friday: Research Exercise II due: Exploring
the Census; volunteers for critique
Statement of Research Proposal due
Wednesday, including a question. Post to Vista
Friday: online discussion of proposals
Read Allen in Readings on Vista
Turabian Ch. 8, Presenting evidence in tables and
figures and Ch.26, Tables and figures
Turabian Ch. 1,What research is, how to think
about it; asking questions
Professor will send comments on papers to
you online over break
Prewriting /Outlining
Avoiding plagiarism
Collecting and
documenting your research
Using note cards
Paraphrasing
Format and
Documentation
Writing abstracts
Style
Exploring internships and
careers in geography and
planning
Doing oral presentations
Monday: Ex. 14 from handbook
Wednesday Ex. 15 from handbook
Note: BOTH these exercises must be done in
advance. They are to be handed in on each day
noted. Discussion in class.
Submit outline and 5 sources on Monday
Friday work remotely: Ex. 18 from handbook
on paraphrasing
Monday: Ex. 22 in handbook on references
Note: This exercise must be prepared in
advance and brought to class
Monday: Ex. 16 from handbook on style, in
class
Ex. 21 from handbook, abstracts, in class
Wednesday: Ex. 19 from handbook, freewrite
draft in class
Friday—meet individually with students to
discuss drafts. Submit complete draft Friday
with 30 note cards and ten sources by 5 p.m.
Turabian Ch. 5, Planning your argument; page 330
for example of outline format See examples of
outlines in the handbook
Read the U of Arizona’s document on plagiarism:
http://www.library.arizona.edu/help/tutorials/plagi
arism/index.html#How
Turabian Ch. 4, Engaging sources
Turabian Ch. 18, 19, Parenthetical citations and
references
Be familiar with Turabian Chapters20 and 21 and
Appendix: Paper Format and Submissions
Turabian
Turabian Ch. 6 and 7, writing a draft
See handbook section on Your Writing Style
See sample abstracts in handbook
No class Monday
Wednesday: Drafts handed back/Discuss
feedback
Guest speaker Friday
Careers in Geography AAG website:
http://communicate.aag.org/eseries/scriptcontent/c
ustom/giwis/cguide/
Ex. 24 from handbook to prepare for your
presentation, in class
Volunteer Presentations—for critiques, 2 each
day ; guaranteed 10 points: Wednesday, Friday
Turabian Ch. 13.1, 13.2
Presentations Monday, Wednesday and Friday
Finish presentations
Paper (hard copy) due Wednesday, by 5
p.m.—send digital to Turn It In as well.
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What is “Good” Writing?
I want you to become good—even excellent—writers. I want you to feel comfortable
tackling writing projects in your other classes and professionally. If you already write
well, use this class to improve!
This is not a class about grammar, formatting and style, although we will talk about those
and I can help people with these facets of writing. This is not an English class! Good
writing is mostly about structuring a message. If you have that down, the other parts
(grammar, punctuation, formatting) are much easier to fix. Sometimes these errors go
away when you have clarity about what you want to say. It’s true that sometimes writing
is such a chore that your mind gets muddled even thinking about it; not only will a lack of
focus or interest affect the structure of your writing, it will aggravate poor grammatical
and stylistic habits. Writing your assignments early and often will help dispel the
paralysis of writing under pressure.
This course will introduce you to different analytic writing practices, from an essay on a
non-geography book, to short commentaries on geographic journal articles, to research
papers in which you analyze data, to (finally) a research paper in which you are expected
to interpret how authors have resolved (or are still resolving) an important geographic
question that interests you. Despite this variety, there are certain commonalities in good
analytic writing that should become second nature to you.
1. When you write, you should have something to say. This is sometimes called the
“thesis” of your paper. The thesis of your paper may not be clear to you until you do lots
of research on your topic and write some drafts. Be prepared to think and rethink your
thesis as you write. Your thesis has to matter—and it should be refutable.
2. Others should think what you have to say is important enough to want to keep reading.
This is often referred to as the “problem” of your paper—why are you writing it anyway?
Will writing this help others solve a problem? Will it help us figure out a better way of
thinking about something? Does it relate things in a new way? For us, it is important to
make sure the problem is geographical. Does the problem in some way have to do with
movement, spatial patterns, or environmental change in places or regions? The problem
should be near the beginning of the paper. It can be reiterated in the conclusion.
3. It can help to write the problem as a question (sometimes it’s required in this class).
For instance, in a research paper if you are concerned with the fate of island nations as
sea levels rise, you could ask “Is sea level rise in the South Pacific already causing
migration changes?” At a very early stage you might have just asked “What are the
changes in island nations coming from sea level change?” This is too unfocused and
should be refined quickly as you begin to do research. Even a more refined question like
the one above will likely become more specific (“Is sea level rise in Tuvalu already
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causing migration changes?”) and more complex (“What changes in the local use of the
land have occurred as a result of migration to other islands from Tuvalu?”). There will be
perhaps a “cascade” of questions that start with your most general one and become more
specific as you develop the paper. Remember there are many dimensions of a problem
and it is your job to pick which ones are most relevant, which interest you the most, and
which ones are manageable. Your answer to your question is your thesis!
4. You will have to break your thesis into arguments. For instance, if your thesis –from
the above example on sea level rise—is that climate change is causing the disruption of
settlement in island nations through migration, then you have to actually prove this to
your reader by developing arguments that are supported with evidence. The development
of the thesis through argumentation will give detail and complexity to your analysis:
Argument: Sea level is rising quickly (various sources of evidence from articles,
NASA).
Argument: Sea level rise has started to cause migration (according to certain
authors who report evidence of demographic decline).
Argument: Specifically, sea level rise is causing the temporary migration of
young males to other islands (evidence of economic studies of labor markets).
Argument: Because of this particular demographic shift, population cannot keep
up with farming (evidence from studies of agriculture). People are becoming poor, and
thus moving more.
And so on....until you have enough “proof” of the thesis.
5. Your arguments will be stronger if you address reasonable doubts or disagreements
about them and provide more than one source of evidence. For instance, a reader might
ask “Wasn’t migration already occurring? How do you know it’s being caused by sea
level rise?” That’s a reasonable question. In anticipation of such a question, you might
provide further details on the evidence: perhaps a researcher has worked on the island and
has recorded the fact that people have left explicitly as a result of losing farmland and
livelihoods to sea level rise. Don’t be too eager to rush to a conclusion with your research
and don’t believe the first thing you read.
6. A paper should not just be a string of interesting facts. Even if each paragraph and
each sentence is well written, your paper could be incoherent if you lose the thread of
your overall thesis. Do not “quilt,” your paper; use citations judiciously.
7. Your thesis should always be in the front of your mind and of the mind of your reader.
You can accomplish this by reminding the reader by way of transition statements, good
use of vocabulary, and questions that bring her back to the focus of the paper.
8. You should define key terms (and discuss legitimate controversies about definitions)
and to use the same vocabulary throughout the paper. For example, people might mix up
terms like migration, mobility, exodus, etc. A newcomer to a topic might also
inadvertently think different terms mean the same thing when they really do not.
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9. Thoroughly cite your sources—EVERY COUPLE OF SENTENCES in most cases
(the Zeitoun paper is an exception because it uses only one source). This will help you’re
your facts in order and could save you from inadvertently plagiarizing sources or from
making things up without evidence.
Assignments
Themes of Geography Book Review
You will write this review on Zeitoun, which is this year’s book in common at Chico
State. The book is an account of one man’s experience during Katrina in New Orleans.
We may be taking advantage of events on campus that are taking place around this book.
The book is not a textbook, nor is it written by a geographer, but it is saturated with
geographic themes. Pick one or two themes that stand out for you and write a well-crafted
3-5 page essay. The paper should have a clear and engaging introduction and a
conclusion. You should use examples from the book, and quotes (when appropriate) to
strengthen your arguments. The paper should be typed in a font size of 12, with 1-inch
margins all around. It should have page numbers. Include a cover page (see Turabian p.
378). Because you are writing on just one book, you do not need to provide a list of
references. See http://www.csuchico.edu/bic/index.shtml for Zeitoun-related events for
the Book In Common program. You may print on both sides of the paper (please do!).
In-Class, Lab, Internet and Library Activities
Students will work on these exercises in class, in the library, in the lab or at home. These
exercises, when completed, will provide up to 100 points for Weekly Activities. You will
get points based on the proportion of these you have completed. I will announce when we
are going to do these activities, but please always bring your handbook to class just in
case. We may not complete all the exercises, we may not complete them in order, and
other exercises may be introduced. Some of these require that you go somewhere or do
something outside of class.
1. Make a list of 5-10 geographic questions about things that you’d like to learn more
about. Be as specific as possible and avoid asking hard-to-answer rhetorical
questions. For example, instead of writing “Is population growth on the planet
sustainable?” you could ask “Where is population growth decreasing, and
why?”Keep this list in your class material for later consultation.
2. Make a list of places you would like to visit, and explain what you’d like to learn
from visiting them.
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3. Write a page on how you went about solving a personal geographical problem.
For example, you could talk about how you went about deciding where you were
going to live when you came to college, or which college you chose to attend.
What were your sources of geographic information? Where they reliable?
4. Write a short essay on what kind of geographic education you received as a
student in elementary, middle, and high school. Not all of your geographic
education took place in a class called “geography,” of course, so think about how
your experiences with geography might have taken place in other disciplines and
activities outside the classroom.
5. Interview someone from class and find out something about him or her that is not
obvious (such as that they are a geography major).
6. Describe in detail a trip you took as a child. Did your family instill an
appreciation of geography in you? Please explain and use examples.
7. Describe the neighborhood you grew up in with as much detail as possible. You
might close your eyes to conjure it up.
8. Go to the Association of American Geographers website on the organization’s
specialty groups: http://www.aag.org/cs/membership/specialty_groups. Look around at
the various groups and pick one that you can see yourself belonging to. Also pick one
that completely surprised you. Navigate to each of these group’s websites and explore
them. For each specialty group find the mission (usually there is a mission statement),
history, and any other information that is significant. Once you open up one specialty
group, you will see a menu on the left side of the page. Click “View all communities.”
This will provide additional information about the groups, including the number of
members in each group. Look at this data and find interesting patterns. Which group has
the largest membership? Which has the smallest membership?
9. Take a short 20 minute walk with a partner and come back to class. Do not
collaborate except for deciding on where you will walk. Write quickly about what
you saw. Compare your paper to your partner’s.
10. Practice lurking and write about it in class. (See Ford for more information.)
11. Find an archive of a newspaper that is published in or close to where you lived
when you were born. For example, if you were born in Vacaville, you could
choose the Vacaville Reporter, the San Francisco Chronicle, or the Sacramento
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Bee. Look at the issue of the day you were born and write an essay saying how the
place has changed since that day based on the news you read.
12. Go to Special Collections online and find an historic photograph from Chico.
Visit the same location and take a digital photograph. Create a one-page
document with both images and a short narrative describing the changes.
13. Find four web pages on the same topic that differ in that one URL domain is a
.com, one is a .edu, one is a .gov, and one is a .org. How does each of these
websites differ from the other? Do the websites seem trustworthy? Why or why
not?
14. (Start work outside of class.) Read an academic article of your choice in
geography that you will use for your paper. Write a paragraph on what makes the
subject of the article geographic. Write this in an engaging way. See list of
journals in the handbook for a place to start. Bring to class for discussion.
15. (Start work outside of class.) Use the templates in this handbook to analyze two
articles in geography journals of your choice that you will use for your paper.
Bring to class for discussion.
16. Read excerpts of geographic writing and comment on style. How does each
author communicate his or her main thesis to the reader?
17. Write quickly about something that really interests you in geography. Can you
pull a geography paper topic from this?
18. Write three direct quotes from one or more articles you are using for your paper.
Paraphrase the quote. Use the check list in this handbook to access paraphrasing
and completeness of information on note cards.
19. Freewrite your first very rough draft of your paper in 45 minutes. I will be your
timer.
20. Write a draft of your first paragraph. Exchange with a classmate for a critique.
21. Freewrite your abstract.
22. Bring your reference list to class. Exchange with a classmate. The classmate will
try to identify which kind of source each entry is (i.e. a co-authored journal
article, a book, a single-authored journal article, a website, etc.). Peer review for
formatting.
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23. Exchange drafts with a classmate. Circle words in the introduction that refer to the
key thesis of the paper. Circle those words or words like them throughout the
paper. Underline what seems to be the claim in the conclusion.
24. How to do a bad presentation. Design a PowerPoint presentation with classic
errors. As people present their “poor” presentations, take note of what errors they
committed.
…Others TBA
Two Research Exercises
The instructor will grade these papers on content, format, clarity, grammar, and spelling
according to rubrics provided in this course handbook. Use same format as in your other
paper: 12-inch font, 1-inch margins, double-spaced, page numbers, and a cover page.
You will include a reference page in these papers. Although there is no graded draft it is
possible that the instructor will hand your paper back to you without a grade and ask for a
rewrite.
Research Exercise I. Local Issues—A Land Use Controversy in Chico or Butte
County, with poster
Select a recent controversy in Chico or Butte County over a proposed land use. This
controversy will be a geographic problem, so you can use this as a way to practice
recognizing and coming up with geographic problems. You can find out by reading
recent issues of the Chico Enterprise Record or the Chico News and Review and by
interviewing a knowledgeable source.
In a 2-3 page paper (not counting references, or attachments) describe the controversy,
and address the following questions based on local news articles, planning meeting
minutes, and interviews with at least one knowledgeable informant:
o What part of Chico or Butte County is involved?
o What are the development and environmental issues?
o What groups have expressed concerns, and why?
o Who are the key players in this controversy?
o What conclusion do you draw about this geographic problem?
13
A 2-3 page paper is about eight paragraphs. Write in well-developed paragraphs that
relate to one another. A paragraph should have at least three sentences. One of these
paragraphs should be an introduction, and the last paragraph should be a conclusion.
On a separate page, list your references. There should be several sources, and they should
not all come from the same place (i.e. do not just cite the Chico Enterprise Record). (We
will go over this in more detail, but see Turabian Ch. 18 and 19 and the quick guide link).
Provide a map that shows the location of the area or place under discussion. The maps
should be well done. Find a good base map from the City of Chico or Butte County.
Maps and tables should not be in an appendix, but should be integrated into the paper.
Use the insert function of Word to accomplish this. They should be referenced in the text.
Provide other images such as photos of the location. These should be inserted into the
main body of the text and referenced in the text. Cite your source for images, even if they
are yours.
Attach other materials (i.e. minutes to planning meetings, copies of news articles) as
appendices. See Turabian, Section A.23 for how to create appendices.
Create a poster: Posters should be between 36x36 inches and 36x48 inches. They must
be produced using Power Point or other software for posters. Please do not glue pictures
onto a poster board! Please see the lab monitor or Cathie Benjamin for further help on
printing your posters. The poster should include images and text. The text can be taken
from your paper. I expect a layout that is well thought out. See examples on the internet,
below, and look at Turabian Ch. 13.3.
See these websites for help in putting together a poster:
http://www.youtube.com/watch?v=MqgjgwIXadA
A great 10-minute introduction using PP to make a poster
http://www.geog.niu.edu/directory/Research_Posters.shtml
Provides examples of geography posters
http://cricket.csuchico.edu/imc/index.html
To acquire the CSU, Chico logo for public presentations of posters
Steps for Printing to the Plotter in GEOP Lab Using Adobe Acrobat
For more information please see Cathie Benjamin or one of our lab monitors.
1. Click File then Print to bring up the Print dialog box.
2. For Printer Name, choose HP800 in the pull down menu.
14
3. Click on the Properties tab to bring up the HP800 on Zenith Properties
dialog box.
4. Under Paper Options, click the Custom tab to set a page size. Use 36" as
the width (the max for our paper rolls), and a height that will allow the
entire file to be printed with a one-inch margin on each side (e.g., 24"
wide x 36" high print would need a paper size 36" width and 24+1+1=26"
height in landscape mode, and a 36" wide x 48" high print would need a paper
size of 36" width and 50" height in portrait mode). The idea is to choose a
measurement that will accommodate the final print in the most efficient
manner.
5. In the same dialog box, click Autorotate and for Roll Size choose the 36 inch
roll.
6. In the Effects tab, under Resizing Options choose Actual Size if your
document is indeed appropriately sized, or Print Document On with Scale to
Fit.
7. In the Finishing tab, under Orientation choose Portrait or Landscape.
8. In the Color tab, under Color Management choose the following:
a. For Color Matching Method choose Managed by Application.
9. Do a Print Preview if possible to make sure that it will be printed correctly.
10. When the plotter begins printing, check to be sure that the file is being printed
in large scale. If you see a problem, press the cancel button on the plotter.
References and Parenthetical Citations for Research Paper #1
Examples of how to reference and cite newspaper articles using the reference list
and parenthetical citation format from Turabian (Chapters 18 and 19, and
Appendix)
The first line in these examples shows how you would reference the article in the
reference list, and the second line is how you cite the article in your paper. Note that in
these examples you are not expected to include page numbers. This is because in
newspapers the page number can change from one printing to another. Online newspaper
articles will not even have a page number, so it will be omitted. You will learn when you
begin citing journal articles that you must include a page number or a description in an
15
online article of where the information you are citing is found. More on this later. In this
assignment you will mostly be using newspaper articles, so that is the focus of this
handout.
Example 1: Newspaper article with author’s name and article name:
Reference: Kavenaugh, Laurie. 2011. Green from the ground up. Chico Enterprise
Record. February 24.
Parenthetical Citation: (Kavenaugh 2011)
Example 2: Newspaper editorial with no author’s name:
R: Chico Enterprise Record. 2011. Editorial. February 24.
P: (Chico Enterprise Record 2011)
Example 3: Regular newspaper column with author’s name:
R: Speer, Robert. 2011. My constitutional scholar. From this Corner. Chico News and
Review. February 17.
P: (Speer 2011)
Example 4: Unsigned article:
R: Chico News and Review. 2011. Non-GMO grocery shopping. February 17.
P: (Chico News and Review 2011)
Example 5: Letter to the editor:
R: Sharpe, Robert. 2011. Letter to the editor. Chico News and Review. February 17.
P: (Sharpe 2011)
Example 6: Online article:
R: Scott, Toni. 2011. North state city leaders rally for redevelopment agencies. Chico
Enterprise Record. February 11.
http://www.chicoer.com/ci_17359963?IADID=Search-www.chicoer.comwww.chicoer.com (accessed February 24, 2011).
P: (Scott 2011)
Reference list
Your reference list should be titled References, and it should be the very last thing in
your paper. It should be a list of your sources in alphabetical order. All entries of more
than one line should be arranged by “hanging indent.” See examples #3 and #6 above.
You can create the indentation by blocking the entire citation, going to Paragraph and
choosing Indentation/Special/Hanging. Make your reference list in single space, but
double space between each reference. See page 402 of Turabian for an example of a
reference list (although this example starts on the second page and thus does not have the
word References at the top).
Photographs and Maps
These should all be referred to as “figures.” The captions for figures are at the bottom of
the figure. See example:
16
Figure 1. Corpse Flower, Chico State Greenhouse,
June 2010 (Photo courtesy J. Chase)
Research Exercise II. Exploring 2010 census data and doing field
observations/presenting census data in tables and figures-- adapted from Kuby,
Michael, John Harner, and Patricia Gober. 2010. Human geography in action. 5th ed.
Hoboken, NJ: Wiley and Sons. 2010 Census version exercise assisted by Warren Jensen.
Part I—Get 2010 census data on Butte County and on your census tract: Handout will be
made available on Vista. Follow instructions from Turabian on how to label and source
your tables.
Part II—Field Observation
You will visit the census tract you chose and observe how the census data you have
compiled “fits” what you see. For example, how does information on income, the
prevalence of young college-age students, or the high proportion of rental properties
seem to “show up” on the ground? Do field observations support what you found in your
census analysis of the tract? If you don’t see a “match,” you might comment on whether
the tract appears to have changed since 2000—maybe you see a mixture of housing that
might not have been there ten years ago. Don’t just describe everything you see in the
tract in great detail. Instead, focus on the elements of your analysis and describe these in
detail.
To find the boundaries of the tract, return to the census website and look at the map you
used to determine your census tract. Your walk does not have to cover the entire tract, but
you should try to stay within the tract as much as possible as you walk through it. Take
field notes (these should be handed in with your paper) and take photographs. These
should be included in the paper as “figures.” Your notes should include the time of day
you went to the neighborhood and how long you stayed there. There is a phone app from
Esri that allows you to grab basic data on your location using the GPS in your phone. It
would be interesting to try this while you are in the field to see how it works.
Writing it up: Write a paper that includes an introduction, method of data collection and a
summary of your findings. The paper should start with your census analysis and end with
the field observations section. Your total text should add up to 3-4 pages, not including
tables, graphs, or photographs. Put your data in tables and graphs, and incorporate these
and photographs in the paper. Use at least one of each: A table, graph, map, and
17
photograph. These must be properly formatted and you should reference them in your
narrative. Maps, graphs, and photographs will be called “figures,” and tables are just
called “tables.” These should be integrated into your paper, and not located at the end of
the paper in an appendix. See Turabian Ch. 8 on conventions.
Provide a reference list (we will go over this in more detail, but see Turabian Ch. 18 and
19, and the quick guide link).
Research Paper
There are several steps to completing this assignment. Please note that I will not accept
the final paper without the completion of # 8-10.
1. Choosing a geographic topic I and II
2. Compiling a bibliography
3. Organizing you research
4. Using sources
5. Analysis of articles
6. Starting to write
7. Citing and formatting
8. Statement of proposed research
9. Outline of research
10. Complete draft of research paper/note cards
11. Final research paper
Information on what is expected for other steps is in the grading rubrics for the
assignments, below. What follows in this section are general guidelines for the whole
paper, as well as formatting requirements. Under most circumstances you may NOT
change your topic after you have handed in your statement of proposed research.
Choosing a topic involves asking a geographic question and exploring some popular but
mostly academic (scholarly) literature for answers. Your question may be too broad or
otherwise not appropriate, but you will improve on your research question as you read
more about your topic. You should show that the topic is current and important, and for
this you may use literature such as articles from the news. You will practice writing your
research question in your proposal. You will compare and contrast, group, and critically
analyze the different approaches and findings that help you answer this question in your
research paper. Think of the research paper as a solid introduction to what authors have
18
already said about a topic that you might want to explore further using your own field
research someday.
Your topic should not be so broad that virtually any literature would fit the topic (i.e.
“Sustainability”) and not so narrow that there would be no literature on it (i.e. Big Chico
Creek’s temperature variation). These kinds of narrow topics can be examples of larger
and relevant research questions (global warming and surface temperature change on
streams in the Sierras) that you can explore instead.
What field(s) or sub-field(s) of geography does your question fit into? What themes of
geography does it explore: Place? Region? Movement? Location? Environment?
Why does the research you are going to do matter? Who should care? What current
events or pressing issues can you find on the Internet, newspapers, or magazines that
show how important this topic is? Although your paper should be mostly based on
scholarly sources, it is fine to refer to non-scholarly sources as evidence of how important
the topic is.
Are there other secondary sources such as federal statistics, local documents, archival
material that will help you develop your research? You will have worked with a couple of
kinds of data sets earlier. If relevant, use these sources in your paper.
Is there someone you can interview on the topic? Is there a specialist in our department,
on campus, or working in the community who knows a lot about your research question?
When you read the scholarly materials on your topic, think about the methods the authors
you reviewed used to explore the topic that you are interested in. Did they tend to use
qualitative or quantitative methods, or a mixture of these? What did the authors you
studied use as evidence? At what scale did they study their material? For example,
someone can study urban segregation at the neighborhood, city, metropolitan, or global
scale. A biogeographer may study an organism in a Petri dish or in a larger ecosystem.
This close reading will help you choose which sources are most relevant.
How did the findings by different authors agree with each other or not? How can you
group the conclusions by the different authors? Are the differences important? In other
words, what difference does this difference make? Is there an unresolved controversy?
This paper will be based on at least ten published scholarly articles. We will talk about
acceptable sources and how to find and reference them. See list of suggested journals,
below. Visit the Meriam Library link: http://libguides.csuchico.edu/scholarly to learn
more about what defines a scholarly source. Librarians can help, too.
You will learn to use note cards: See Turabian Section 4.2 and website:
http://www.crlsresearchguide.org/12_Making_Note_Cards.asp
The paper should be well organized: The reader knows from the introductory paragraph
what the paper is about and what question you are asking. It is clear why the question is
19
geographic, and why it’s important. The paragraphs express development of your ideas
and there are clear transitions between ideas. You should write a conclusion that sums up
your findings, and that takes the reader back to your original question. Your conclusion
should include the most important points of your paper. It should mention the important
variations in the literature you have reviewed. Note possible future directions in your
research, but do not simply say “Much more needs to be done…” Be specific.
Provide an abstract with keywords.
Use tables and figures correctly (see Turabian Chapters 8 and 26).
You should be able to provide at least one map to illustrate your topic. These materials
should not be put at the end in an appendix; they should be integrated throughout the
paper. All maps, graphs, and images are called “figures.”
Use parenthetical reference system (see Turabian Chapters 18 and 19). Do NOT use
footnotes or endnotes. Use at least ten references from scholarly from journal articles in
geography or related disciplines. Each paragraph should have 2-3 references in it.
Use quotes when necessary, but do not overly quote your sources (this is called
“quilting”). Learn to paraphrase. Always use quotation marks or block quotes when
directly quoting an author, and provide the page number(s) from where you got the
quote(s). Make sure you provide information on your sources even when you are not
directly quoting them, but using their ideas.
Formatting guidelines:
o Paper should be 7-10 pages of text (not including tables, figures,
references, etc.).
o Provide a cover sheet with the title, your name, and course information.
The information should be centered horizontally and vertically. See Figure
A.1 in Turabian for an example and page 386 for more information.
o Cover sheet should be followed by an abstract on its own page
o In a short paper such as this, you do NOT need a table of contents.
o Number all pages except your cover sheet and abstract page. Do not use
roman numerals.
o Use Times Roman font 12.
o Use 1-inch margins all around.
o No big spaces between paragraphs (you can turn off the function in Word
that adds these spaces in the paragraph function).
o Use headings or sub-headings.
20
o Your reference list should be on a separate page at the very end. That
page should be numbered.
o See Turabian Appendix: Paper Format and Submissions.
o Write with correct grammar, spelling, and style (see Turabian Chapters
20-21).
o Use paragraphs to express main ideas. Paragraphs should have at least
three sentences. You should have at least 2-3 references per paragraph.
o Use transitions and “sign posts” about where you are headed.
o Use complete sentences (no fragments or run-ons).
o Spell correctly (see my list of common confusions)
o Avoid jargon, clichés, wishful thinking, general ideas that cannot be
proven, personal opinions, etc. Jargon can be ok if you take the time to
thoughtfully define and discuss words such as “globalization” or
“sustainability” that people too often use as shortcuts (see section on
writing and speaking clearly, in this handbook)
o Because this is a formal paper that follows scientific research guidelines,
avoid use of “I” or “We.” However, this “rule” is not steadfast and there
are times when it makes sense to use the first person singular, especially if
it means you can avoid using too much passive voice that way.
o Do not use contractions (they’re, isn’t, it’s, aren’t, can’t, etc.).
o Write concisely. You use the fewest words possible to express an idea.
(See section of this course handbook on writing and speaking clearly.)
You will turn your paper into Vista electronically and in hard copy format. I will not
grade papers that have not been turned in to Vista electronically.
21
Suggested Journals in Geography and Related Disciplines
Your paper should have at least ten references from geographic or related discipline
journals. This list is not comprehensive. Geographers are not limited to geography
journals or articles written by geographers, but geography students should be familiar
with the geographic literature. Meriam Library owns subscriptions to many of these
journals. You can go to the library’s Research Station online and do a search for Journal
Articles by Subject. You can pick Geography, and then go to “multisearch” for a more
specific topic or keyword, such as “urbanization,” “planning,” or “climate change.” Your
results will indicate which journals are peer-reviewed. Because you will be handing in
drafts of your work, I can assess any articles you might want to include from journals that
are not on this list.

California Geographer

Applied Geography

Geographical Review

Society and Natural Resources

The Geographical Journal

Ecology

Annals of the Association of

Ambio
American Geographers

Land Use Policy

Focus on Geography

Habitat International

Yearbook of the Association of

Ecosystems
Pacific Coast Geographers

Biological Conservation
(APCG)

Planning Perspectives

Progress in Human Geography

World Development

Progress in Physical Geography

Journal of Environmental

Journal of Planning Education

Management
and Research

Population and Environment
Journal of the American

Gender, Place and Culture
Planning Association

Antipode

Professional Geographer

Journal of Geography

Geoforum
22
Internet Resources for Research in Geography and
Planning
You should use the Internet to explore possible research topics, to find data, to find
articles, and to explore careers in geography/planning.
Association of American Geographers: http://aag.org. This is the website where you can
find links to conference, scholarship, geographic advocacy, and many other topics of
interest especially to academic geographers. There is a very comprehensive link to
careers in geography. The AAG publishes the Annals of the Association of American
Geographers and Professional Geographer.
American Geographical Society: http://www.amergeog.org/default.asp. From the AGS’s
website: “As a ‘learned society’, the AGS has continued to be the traditional link between
geographical scholarship and the outside world, especially the business sector. For that
reason, the AGS provides research-based, internationally circulated publications, written
by professional geographers but carefully edited to be understandable to non-geographers
as well as to geographers.” The AGS publishes the Geographical Review and Focus on
Geography.
Association of Pacific Coast Geographers: http://www.csus.edu/apcg/. This is one of the
regional divisions of the AAG. This organization holds annual conferences (many
students from our department have attended and presented at this conference) and it
publishes the journal APCG Yearbook.
California Geographical Society: http://www.csun.edu/~calgeosoc/. The state division of
the AAG. Many of our students go to the yearly conference. The organization publishes
The California Geographer.
Perry-Castañeda Map Collection: http://www.lib.utexas.edu/maps/. This is one of the
most comprehensive sources for outline maps and other basic political and physical maps
of places around the world.
Geography and Map Reading Room of the Library of Congress:
http://www.loc.gov/rr/geogmap/. The site provides an abundance of historical and
contemporary maps and documents. Focus is on maps and cartography. This site has
links to many other map sites.
National Geographic Society: http://www.nationalgeographic.com/. The magazine on
your parents’ coffee table! This site goes well beyond the magazine. It provides engaging
images and information. This is good to start exploring your research but it is not
considered a scholarly source.
23
US Geological Survey: http://www.usgs.gov/. An interdisciplinary site focused on
geospatial information, including natural hazards and natural resources.
US Census Bureau: http://www.census.gov/. You will need this to complete one of your
assignments.
US National Archives: http://www.archives.gov/. The National Archives provide you
with documents from the federal government. Only documents of wide interest are kept
(maybe 1-2% of all documents ever created). If you type in “geographical” in the search
engine of this website you’ll see how this archive can support possible research topics in
geography. If you type in “environment” you will get a huge list of documents on federal
policy on parks, dams, and many other environmental topics. You might find it really
helpful for research on the US government’s role in shaping geography.
Butte County: http://buttecounty.net/. For your local research.
City of Chico: http://www.chico.ca.us/. For your local research.
American Planning Association: http://www.planning.org/. The top professional
organization for planning in the United States. This site has links to literature, current
events, conferences, and jobs.
Associate Collegiate Schools in Planning: http://www.acsp.org/. This is a consortium of
credentialed planning programs and departments in U.S. universities. It is a great gateway
to scholarly literature in planning, to academic planning conferences, and to jobs.
24
Template for Analyzing Articles
This template is adapted from Richard Paul and Linda Elder’s The Miniature Guide to
Critical Thinking: Concepts and Tools (published in 2010 by the Foundation for Critical
Thinking).
Provide complete reference:
State clearly the author’s purpose for writing this article (why does the research matter?):
What is the main question the author is asking?
What is the article’s main thesis/point?
Describe the information used, and its source(s):
What are the conclusions of the article?
What concept(s) do you need to understand in order to understand the author’s
reasoning? Are these concepts clearly defined by the author?
How is this article geographic?
25
Template for Analyzing Articles
This template is adapted from Richard Paul and Linda Elder’s The Miniature Guide to
Critical Thinking: Concepts and Tools (published in 2010 by the Foundation for Critical
Thinking).
Provide complete reference:
State clearly the author’s purpose for writing this article (why does the research matter?):
What is the main question the author is asking?
What is the article’s main thesis/point?
Describe the information used, and its source(s):
What are the conclusions of the article?
What concept(s) do you need to understand in order to understand the author’s
reasoning? Are these concepts clearly defined by the author?
How is this article geographic?
26
Formatting Information for Citations using Turabian
You will be using Turabian’s A Manual for Writers of Research Papers, Theses, and
Dissertations (7 edition)--which is a version of the Chicago Manual of Style reference list
citation style . This means that in the text you will cite your sources using parentheses
(author date, page) and you will be following a specific format to list your sources at the
end of your paper. The two chapters in Turabian (7th edition) where most of the
information on reference list style formatting is found are Chapters 18 and 19, but you
will find information scattered throughout the book that is helpful. You will NOT be
using bibliographic style and footnotes. Do NOT use Chapters 16 and 17.
The link below is a quick guide for most citations. It does provide information on both
citation styles, but you should pay attention to the examples that are labeled “P” (for
parentheses or parenthetical) and “R” (for reference list).
http://www.press.uchicago.edu/books/turabian/turabian_citati
onguide.html
Also see Figure 18.1 in the Turabian book on pages 218-19 for a summary of how to
format and reference books and articles in the reference list format.
27
Your Writing Style
Common Confusions
Notice that spell checking your work will not fix most of these problems.

It’s vs. its: The apostrophe marks a contraction of "it is." Something that belongs
to it is "its." You will probably not need to use “it’s” in your papers because
formal writing should not use contractions.

Affect vs. effect. Affect is an action word! Something affects something else.
Effect is a noun.

Versus (not verses)

Compliment vs. complement

Their, there, they’re

Accept vs. except

Proceed vs. precede

Than vs. then

Principal vs. principle

Past vs. passed

Privilege, not privledge

Lead vs. led

Separate, not seperate

Dessert vs. desert

Weird, not wierd

Discrete vs. discreet

Lose vs. loose

Torturous vs. tortuous
Write and Speak Clearly: Wordiness, Fancy Words, Passive Voice,
Jargon, Clichés/Trite Phrases
Examples of Wordiness

In the near future

At this point in time

As a means of

Because of the fact that

As to

Notwithstanding the fact that

At the present time

Due to the fact that

At the time

Future plans
28

The fact of the matter is

In closer proximity

In actual fact

During the course of

At the exact time

In addition (to)

Comprised of

It would appear that

Despite the fact that

The question as to whether

During such time

My personal opinion
Use Simple Words—Avoid These

Modification

Evidenced

Absolutely (instead of “yes”)

Currently

Ascertained

Contain

Determined

Demonstrate

Accomplish

Indicate

Anticipate

Heretofore

Concept

Frequently

Comprise

Utilize

Cease

Mitigate
Examples of Passive and Active Voice
The article was written by Jessica vs. Jessica wrote the article
The research was done by Manuel vs. Manuel did the research
The location of the study is shown by the map vs. The map shows the study location
Examples of Jargon in Geography/Planning—some are also clichés


Sustainability or sustainable (also

Watershed
a cliché)

Climate change
Globalization

Diversity
29

New urbanism

Community (also a cliché)

Smart growth

Mitigate

Suburban Sprawl
Some Clichés or Trite Phrases/Words

Passionate

Green

At the end of the day

End result

The almighty dollar

On the same page

The bottom line

Raising the bar

Cutting edge

Think outside the box

Drill down

Trials and tribulations

Unpack

Look towards the future

Grew exponentially
30
Guide to Markings that may Appear on your Drafts
31
Why and How to Create a Useful Outline or Concept Map
Why create an outline? There are many reasons; but in general, you can show the
hierarchical relationship or logical ordering of information. For research papers, an
outline may help you keep track of large amounts of information. Many people find that
organizing an oral report or presentation in outline form helps them speak more
effectively. Below are the primary reasons for creating an outline.






Aids in the process of writing—can be creative
Helps you organize your ideas
Presents your material in a logical form
Shows the relationships among ideas in your writing
Constructs an ordered overview of your writing
Defines boundaries and groups
The order of making an outline:





Brainstorm: List all the ideas that you want to include in your paper.
Organize: Group related ideas together. [You might think of these as “themes”
that you can later use to label your note cards.]
Order: Arrange material in subsections from general to specific or from abstract
to concrete.
Label: Create main and sub headings.
Sources: Provide sources whenever possible
Creating an outline before writing your paper will make organizing your thoughts a
lot easier. Whether you follow the suggested guidelines is up to you, but making any
kind of outline (even just some jotting down some main ideas) will be beneficial to
your writing process.
How do I create an outline?



Determine the purpose of your paper.
Determine the audience you are writing for.
Develop the thesis of your paper.[This may not come until later but you
should start with something: Climate change is hurting salmon in the
Sierras; bird strikes are a problem that can be resolved geographically]
Adapted from Purdue University. http://owl.english.purdue.edu/owl/resource/544/02/
(accessed March 29, 2011)
An outline will evolve as you get more information on your paper. You should probably
start sketching one out very soon, even though you might not know a lot about your topic.
32
Turabian also points out that you can just use some pre-outline forms such as a sketch,
shown on page 64. Later, you will go from the general to the much more exciting
specifics of your topic after you get to know the topic through reading. You will find
detail, stories, examples, and drama in the material you research that will make any topic
interesting.
The typical format of an outline is on page 63 of Turabian. Here is an example using
“claims” or “arguments.” Note how this is based on a “real” question that is not just
factual or rhetorical, but needs research to answer it. There is development of ideas (food
history can be broken into further, more detailed analyses, and each of these sub-topics
can be backed up with examples).
Research Question: Did the Slave Trade Create Hunger in Africa?
I. Introduction
a. Hook: Media depictions of Africa as unable to feed itself
b. In reality, Africa is a cradle of food domestication (sources)
c. So why is Africa hungry?
II. There is a Long Geographically Complex History of Food in Africa
a. Agricultural domestication in Africa
i. Selection and experimentation(sources)
ii. Farming conditions of tropics (sources)
b. Ecological complexes
i. Savannas (sources)
ii. East African Highlands(sources)
III. The Slave Trade Disrupts Food Systems and Creates New Ones
a. Basic information on slave trade (sources and include map)
b. Move away from subsistence production
i. Cereals along coast required labor from families(sources)
ii. African food crops were displaced(sources)
c. Women were demanded for food production and processing
i. Demographic collapse(sources)
33
ii. Neglect of home production(sources)
d. Slave traffic requires African contribution
i. Rice cultivation(sources)
ii. Stimulants(sources)
IV. African Diaspora Moves Food Cultures to New Shores
a. Maroon food economies and geographies(sources)
b. Kitchen gardens a space for subsistence and survival(sources)
V. Evidence from Famine Today
a. Plantation dependency(sources)
b. Labor shortages(sources)
VI. Conclusion
a. Irony that as Africa starves, New World relishes cheap, plentiful food
from that continent
b. It was because of movement of slaves that African food systems were
destroyed but also how some of them survived in New World
(Based on Carney, Judith and Richard Rosomoff. 2009. In the shadow of slavery:
Africa’s botanical legacy in the Atlantic World. Berkeley: University of California Press.
This example, like the one in 6.2 in Turabian (p. 63) shows an outline that comes together
when you know what your claims or arguments are. It assumes you have begun the
research—you have more than just a question. These are statements that you know have
material to back them up (and you will get that material through reading). Chapter 6 of
Turabian is very helpful in general to get you writing.
34
You may also use a Concept Map to “outline” your paper. Here is an example of one type
using some of the elements from the above outline:
Africa’s earlier
food system was
robust (sources)
Did the Slave Traffic
Hurt Africa’s ability to
Produce Food?
Slave trade disrupted
food production
(sources; map here)
Subsistence
Agriculture
(sources)
Definitions
/examples
(sources)
Nutritious
variation
(sources)
Slave trade
introduced new
products that
displaced
traditional crops
(sources, maybe
table)
Another way of doing this is to use the “network tree,” from
http://www.writedesignonline.com/organizers/brainstorm.html#networktree:
35
Another way of doing the same
thing with bubbles
http://www.writedesignonline.com/organizers/sequence.html#bridging
Revision Checklist for Quoting and Paraphrasing
To ensure that you are using your sources correctly and unambiguously, use this checklist
before handing in your final draft and paper.
Adapted from Davis, James. P. 2007. The Rowman and Littlefield guide to writing with
sources. 3rd edition. Lanham, MD: Rowman & Littlefield, pp.52-3.
 Have you written your paragraphs in your own words, and have you supported
them with evidence? Is all the information that is not common knowledge
supported with references?
 When you paraphrased an author, did you make it clear who it is from? Did you
include parenthetical referencing?
 How closely does your paraphrasing sound like the original? If you have just
changed a few words here and there, you may be inadvertently plagiarizing
someone else’s ideas.
 Are all your exact quotes either within quotation marks in block quotes, followed
by author, date, and page number information? Is it clear that you are intending to
quote the author to illustrate an idea? Have you been careful not to just string
together quotes (also known as “quilting”)?
 If you shorten a quote using an ellipsis (…), have you kept the essential meaning
of the quote? In other words, be careful not to subvert the original meaning by
leaving out words, even if you show that you have left out words with the ellipsis.
36
Sample Abstracts from the 2007 APCG (Association of Pacific
Coast Geographers) Meeting
James P. Allen, California State University, Northridge, james.allen@csun.edu; and
Eugene Turner, California State University, Northridge, eugene.turner@csun.edu.
Mexican Status Variations across U.S. Counties. Although on average, Mexicans in
the United States have low socioeconomic status compared to most other ethnic groups,
it’s possible that Mexicans in some localities are doing much better. We ask to what
extent does the socioeconomic position of Mexicans, including both immigrants and the
U.S.-born, vary by county across the United States, and how do such variations relate to
other characteristics of the counties? Using the SF4 file of Census 2000 data for the 911
U.S. counties with at least 1,000 Mexicans, we measured and mapped Mexican
percentage homeowner and three income variables as well as the ratio of Mexican to
Non-Hispanic White incomes. Results indicated much county variation in Mexican
status, with median income of Mexicans occasionally higher than that of Whites.
Mexican men’s and women’s incomes were strongly and positively correlated with the
percentage of Mexicans proficient in English, high school graduates, U.S.-born, and in
professional or managerial occupations. In comparison to Whites, Mexican incomes were
relatively higher in counties where Mexican and total populations were smaller and
where lower percentages of Whites were college graduates and professionals or
managers. Keywords: Latinos, demographics, United States
Samantha Antcliffe, California State University, Long Beach, santcliffe@aol.com.
Native Plant Restoration Following the Eradication of Invasive Tamarisk in the
Tijuana Estuary. The e objective of this project was to study the vegetation of the
upland transition habitat within Tijuana River National Estuarine Research Reserve,
(TRNERR) to determine whether native vegetation that was reintroduced survived after
the eradication of invasive Tamarix ramosissima (Tamarisk). Within the upland transition
habitat there are isolated patches of invasive tamarisk in a matrix of natives. Invasive
plants alter the habitat and topography and reduce the overall diversity of the estuary.
Seven sites were selected for restoration. Species selection was established after
surveying nearby areas with existing habitat to determine which species were present and
obtainable and would be viable candidates for restoration. The five native plants selected
for restoration were: Distichlis spicata (Saltgrass), Frankenia salina (Alkali heath),
Lycium californicum (Boxthorn), Salicornia subterminalis (Glasswort) and Salicornia
virginica (Pickleweed). Plants were hand watered on a biweekly schedule, and survival
rate data was documented weekly. The e overall survival rate percentages for the
restoration sites ranged from 0 to 41 percent. While definitive answers to the underlying
mechanisms that determined survival rate differences between sites was not possible, the
study does suggest future directions for restoration projects and research. Keywords:
invasive plants, tamarisk, restoration.
37
Jon Bauer, San Francisco State University, jondebauer@hotmail.com. Potemkin
Creek: I Can’t Believe It’s Not Nature. Restoration of culverted urban creeks, often
known as daylighting,” is one way of reestablishing ecological integrity in cities and of
connecting with nature for urban residents. However, in some places many obstacles
prevent daylighting, such as flood-control concerns, private property, and financial
resources. One such situation is on Temescal Creek, which drains a portion of the
Oakland Hills to the San Francisco Bay. Anglo-Americans arrived by the 1850s, and by
the end of the 1970s the creek was almost entirely contained culvert. An emerging
response by “green” loft developers, creek activists, local governments, and residents is
to create ersatz creeks, like Potemkin Villages, that mimic the aesthetic of the historic
creek channel, while the actual creek water still flows in the flood control culvert directly
below. This faux-or ersatz-restoration brings to the fore questions about how ecologically
minded urban residents participate in the ongoing hybridization of nature and culture, and
exposes the values and assumptions embedded in the social construction of nature. This
new Temescal Creek, designed to appear natural, is revealed to be an artifact of culture
produced by economic activities, rather than a natural one produced by physical
processes. Keywords: restoration, creeks, cities
Noriyuki Sato, California State University, Chico, nsato2@csuchico.edu. Perspectives
on Climate Change from Changing Mean and Variance. While mean air temperature
usually is employed to represent the magnitude of climatic change, it is not the only
important statistic, especially when societal impacts are concerned. Mean temperature is
just one statistic that represents the overall air-temperature distribution. This paper looks
into a changing climate from two perspectives: (1) trends in the number of days that fall
within a particular range of air temperature; and (2) impacts that changing mean and
variance would effect on the above-mentioned trends. The intricate relationship between
mean and variance of air temperature alters the number of days that fall within a certain
range of air temperature, which may have a direct influence on areas of applied
climatology, such as winter road maintenance, agriculture, and water resources. For this
paper, a threshold value for winter road maintenance is used. By analyzing the recent 57
winter seasons of air-temperature data for the U.S. and Canada, this paper illustrates the
spatial distribution and trends in variables relevant to winter road maintenance. The paper
concludes by discussing a number of possible impacts of climate change on winter road
maintenance in the future. Keywords: climate change, statistical analysis, winter road
maintenance
38
Grading Rubrics
There are rubrics for written assignments, and one for your final presentation. There is
one rubric per page so that you can remove the blank rubrics to include with written
assignments, drafts and final paper. You will turn blank rubrics in with your work to
your instructor. Please read them so you know what criteria your instructor will be using
to grade your assignments, but don’t limit yourself to the content of the rubric. If you
wish to go beyond the basic requirements, please feel free to do so! Your instructor may
take extra points off for incomplete or late work. Some assignments may be returned
ungraded with a request by the instructor to rewrite the assignment. Students are always
welcome to revise and resubmit a paper.
39
Themes of Geography Book Review (30 points)--Faculty Review
(Attach Draft--Instructor will not accept this paper if there is not an
attached draft with comments.)
Your Name_______________________________________
Expectations
Clear intro paragraph
that says what
geographic issue(s) you
will develop in the paper
Paper shows
understanding of
geographic theme(s) and
stays focused on
theme(s)
Good use of
examples/evidence
Paper stays on topic and
flows (uses transitions)
Yes--Excellent (4.5-5)
Well-written conclusion
Grammar and spelling
Total
Comments:
40
Mostly (3.5-4)
Not so much (0-3)
Total
Research Exercise I: Learning about local issues and data from
interviews and newspapers; posters (50 points) -- Faculty Review
Your Name_______________________________________________
Expectations
Introduction clearly
says what the paper is
about
Grammar, spelling
Formatting
Yes—Excellent 4.5-5
Local news material is
sufficient, appropriate
and represents the issue
Map is appropriate,
clear, clearly labeled,
and referenced in paper
Paper states more than
one point of view on
the problem and
identifies main actors
Conclusion sums up the
main points of the
paper and its relevance
Poster presentation :
Layout
Images
Text
Total
Comments:
41
Mostly Good 3.5-4
Not So Much 0-3
Research Exercise II: Exploring census data and doing field
observations/presenting census data in tables and figures (50
points) — Faculty Review
Your Name____________________________________________________
Expectation
Tables and figures are
clearly and correctly
formatted and labeled
Tables and figures are not
“orphaned”—they are all
cited in text and there is a
good reason for including
them
Your introduction is
clear—I know what your
paper is about
Your grammar, spelling
and formatting are
trouble-free
Your conclusion wraps
up your study: it is not
too brief and it says what
you discovered in your
research
Total
Yes--Excellent 9-10 Mostly Good 7-8
Comments:
42
Not So Much 0-6
Research paper Proposal Rubric. Include this blank rubric with
your proposal—Faculty Review
Your Name___________________________________________
20 points possible
Paragraph
Does the student clearly
tell you why this is an
important geographic
problem?
Yes! (2)
Sort of (1)
Does the student clearly
state the research as a
question?
Does the student provide
enough specific
geographic information?
Is this a geographic
problem?
Does the student provide
information on the kind of
literature he/she will
review?
Does the student write
clearly, with minimal
errors?
Overall Total Points_________
Comments:
43
No (0)
Outline or Concept Map and 5 Sources Rubric. Include this
blank rubric with your final version—Faculty Review
Your Name__________________________
20 points possible
Outline
Main heading or main idea is stated as a
question
The headings and sub-headings are
specific (no vague “fillers” such as
“introduction” or “conclusion”)
Each heading and sub-heading is
referenced (you will indicate which
sources inspired you to ask the question
or to develop the topic as shown in the
outline or concept map)
Yes! (4.5-5)
Sort of (3.5-4)
No (0-3)
Sources
There are at least 5 peer-reviewed
geographical sources that are correctly
referenced
Yes! (5)
Sort of (3.5-4.9)
No (0-3.49)
Overall Total Points _________
Comments:
44
Your Name_____________________________
COMPLETE Draft Research Paper and 30 Note Cards Rubric.
Include blank rubric with your paper—Faculty Review
20 points possible
Draft
You have a clear research
question
You explicitly show how the
topic is clearly geographical
Synthesis of literature is clear
and appropriate
Figures are clear, correctly
formatted and documented, and
well-integrated
There are 10 peer-reviewed
references and they are cited
Grammar and spelling are
almost error free
Formatting of paper and
references is correct
Draft is at least 7 pages long
Yes! (2)
Mostly (almost) (1)
No (0)
Note Cards
Are at least 30 cards
Cards are well-documented
Yes! (2)
Mostly (almost) (1)
No (0)
Overall Total Points___________________________
Comments:
45
Your Name___________________________
Final Research Paper Grading Rubric 200 points possible
Final Paper
Possible
Points
It’s clear why this
topic is geographical
Introduction is well
written; includes a
question and thesis
Figures are clear,
documented and
well-integrated
Stays on topic and
uses transitions
Arguments and
evidence are
appropriate
Appropriate number
of peer-reviewed
articles and they are
well integrated
Opposing points of
view are
accommodated
Conclusion is clear
and sums up main
points and
implications of
research
Grammar and
spelling are almost
error free
Formatting of paper
and references is
correct
Paper is appropriate
length
25
Excellent : 90-100 %
Very Good: 80-89%
20
15
20
20
20
15
15
25
15
10
Comments:
46
Average: 70-79%
Fail: 0-69%
Total
Points
Research Presentation Guide
People will ask you to prepare talks many times during your career, both as a student and
as a professional.
Dress appropriately on days you will present. Soon enough you will be thinking of what
to wear for an interview, so this is good preparation for that.
Use PowerPoint or some other visual aid for your presentation. Some new presentation
software exists that might be replacing it. PP has become a crutch for many presenters,
but people do not want to watch you read from your slides. Make eye contact and talk as
naturally as you can. Your presentation should not last more than three slides, maximum
seven minutes.
How you do on your presentation (i.e. how many points you get) will depend on how you
structure it and on the quality and pertinence of your visual material. Some of this
structure follows from the structure of your paper.
1. Introduction: this is the “hook” to get your audience engaged. Your talk can start
with a story, a news item, or anything that illustrates why you studied this topic.
Visual aids are appropriate here. For research in geography you should be able to
find an appropriate map to illustrate your research topic. Which of the five (or
more) themes of geography does your research paper fall into? What sub-field of
geography (i.e. political geography, geomorphology, urban geography, climate
change) does your topic most relate to?
2. Summary of your Findings: this is the centerpiece of your presentation. You
should be able to show that there is a range of research on the topic, and that
different authors have approached the topic in different ways. You should also be
able to sum up your findings.
3. Provide a quick evaluation of the strengths and weaknesses of the literature. Show
how excited you are about this topic!
4. Visual aids can be helpful to illustrate different contributions of the literature—
such as a table or concept map.
5. So what? You should be able to restate the importance of your work, and add to
that what you have found that is significant to you and potentially to others, in 30
seconds. How is this important to geographic knowledge?
47
Grading Rubric for Presentations 10 pts possible
Name:___________________________
Name:
Introduction
Summary of Literature
Significance of Findings
Visuals: no spelling errors, not too much
text, no glitches, sources provided
Your Appearance
Eye contact and cadence; Not too many
“ums;”Didn’t read off slide
Answers questions skillfully
Total
48
Excellent
2
2
2
1
Good
1.5
1.5
1.5
.8
Poor
1
1
1
.5
Failing
0
0
0
0
1
1
.8
.8
.5
.5
0
0
1
.8
.5
0
Your Information
Name: _______________________________________________
Email (please write clearly): ______________________________
Where are you from?
Your photo here:
One of the many “máscaras” in the main plaza of
Barva, Costa Rica
What is most interesting to you about geography?
What do you hope to learn in this class?
What is “good writing” to you?
49